School of Education
University of Puget Sound
Fall 2015
Seminar: Monday, Tuesday, Wednesday 11:00 a.m.-12:50 p.m.
Location: Howarth 214
Tutorial: Thursday 11:00 a.m.-12:50 p.m.
Location: Howarth 317
Education 618B
Learning and Teaching in the Subject Area
Mathematics and Science
Amy E. Ryken, Ph.D.
Office: Howarth 317
Office Hours: Mondays and Wednesdays 3-4 p.m. & by appointment
(253) 879-2810 (w)
aryken@pugetsound.edu
www.pugetsound.edu/faculty-pages/aryken
COURSE DESCRIPTION
This 2-unit course aims to develop professional knowledge and a reflective stance toward teaching in
secondary content area classrooms. It focuses on understanding various ways in which adolescents
might engage with content area learning, and it engages teaching candidates in questions, stances,
practices, and tensions involved in teaching particular subjects. Students in the course will generate
instructional units and assessments, enact teaching both on campus and in school-based settings,
examine teaching artifacts from local classrooms, and investigate the work of exemplary teachers. The
course aims to involve students in a continual juxtaposition of planning, teaching, and reflective
thinking. Rather than simply learning to implement given best practices, students in this course will
become problem posers, challenging and considering the pros and cons of assumed practices.
By the end of the course, you will understand and be able to navigate three tensions.
Tension 1: Teachers are implementers of curriculum and pedagogical problem-posers. Teachers face the
dilemma of honoring children’s logic/thinking and teaching conventional knowledge.
Tension 2: Teachers are disciplinary experts (e.g. mathematicians, scientists, writers) and human beings
in a constant journey of learning. Teaching and learning occur within disciplinary communities in
schools, across disciplines, and throughout the world in which we live.
Tension 3: Teachers are accountable to both public expectations and students’ diverse experiences and
perspectives. Teachers navigate the space between schools as they are and schools as they might be.
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COURSE OBJECTIVES
• You will learn to navigate the tension between content coverage and what’s best for students by
planning, teaching, and reflecting
• You will learn to analyze teaching and student thinking by analyzing curriculum and student work and
writing reflections
• You will learn to create classroom environments that engage, challenge, and support students by writing
lesson and unit plans
• You will learn to productively utilize the cyclical process of questioning, planning, doing, assessing, and
reflecting by engaging in the process of planning and teaching
M.A.T. PROGRAM GOALS
To prepare teachers who: (bold indicates goals emphasized in this course)
1) Have deep understanding of subject matter and pedagogies that teach for understanding
2) Have ability to manage the complexities of teaching
3) Promote student learning of challenging content
4) Have ability to reflect on one’s own practice, to look for principles underlying what
“works” or “does not work” and to persist in determining one’s own appropriate practice
5) Have commitment to serving everyone’s children, particularly those who historically have
not been well-served by traditional schooling
6) Have ability to learn and work in collaborative fashion, and to create settings in which
others can learn and work
7) Have capacity to engage in the remaking of the profession and the renewal of schools with
understanding of the social and cultural context in which students live and learn
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OUTLINE OF CONTENT AND SCHEDULE OF COURSEWORK
MIDDLE SCHOOL: STUDENT LEARNING AND UNIT PLANNING
9/1-9/17
•
How do teachers actively engage their students in their own understanding of skills and
strategies?
•
How do teachers elicit and monitor students’ responses to deepen their understanding?
9/21-10/22
•
What do I want student to know and be able to do? (content and process enduring understandings)
•
What counts as evidence of student learning? (assessments)
•
What learning tasks will students experience? (learning experiences)
HIGH SCHOOL: STUDENT LEARNING AND UNIT PLANNING
10/26-11/5
•
How do teachers actively engage their students in their own understanding of skills and
strategies?
•
How do teachers elicit and monitor students’ responses to deepen their understanding?
11/9-12/9
•
What do I want student to know and be able to do? (content and process enduring understandings)
•
What counts as evidence of student learning? (assessments)
•
What learning tasks will students experience? (learning experiences)
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STUDENT REQUIREMENTS AND EVALUATION
Because the School of Education is a graduate professional school and you are being prepared for a
professional role, assignments are not given letter grades. We draw on adult learning theory,
emphasizing feedback throughout the term and using professional judgment to evaluate the ways you
engage in the activities of the profession. Consistency, purposefulness, and intentionality in your
efforts in this seminar are important for your professional growth. Your final grade will be determined
through the following process: You will complete a self-evaluation focusing on a range of goals for
this course and giving yourself a course grade. The professor will review student performance and
self-evaluation to determine the grade in the course.
The assessments described below are designed to make public the practices of planning, instructing,
assessing, reflecting, and applying. Assignment expectations and deadlines will be distributed and
discussed in class. Assignments must be submitted at the beginning of class on the date they are due.
You will make an appointment with the professor in the event that you must submit late work.
Middle School Unit of Instruction—You and your school-based experience partner will develop a
unit framework and assessments related to a unit of study observed in your middle school placement
classroom.
High School Unit of Instruction—You and your school-based experience partner will develop a unit
that is focused on a topic, theme, or issue that is central to your discipline and is related to a unit of
study observed in your high school placement classroom.
Reflective Writing—You will write reflective commentaries to help you make sense of and draw
connections between course experiences, assigned readings, your school-based placements and
tutoring experiences.
Independent Study—You will decide on a topic of interest, read material in that area on an ongoing
basis, write reflective commentary, and share insights in class.
Participation, Attendance, and Punctuality—You will take multiple roles in class by engaging in
activities such as: completing in-class writing assignments, participating in discussions, sharing
insights from school-based experiences, teaching lessons, evaluating the teaching of others, and
participating as a positive and productive community member. Interpersonal skills (e.g., actively
working to build relationships with others, considering other points of view, and considering the time
and needs of others), problem solving (e.g., considering multiple perspectives, responding positively to
feedback, and asking questions), and work ethic (e.g., consistent attendance, completing work by
deadlines, and flexibility) are critical to your development as a professional.
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COURSE READINGS
Course Readings
Readings will be posted to Moodle. In addition in support of your independent study you will seek out
(and the professor will suggest) resources related to the content and teaching issues of concern to you
and relevant to the context of your school-based placements.
Professional Journals
The following professional journals may be helpful to you as you develop lessons, units, classroom
practices, and rich classroom environments.
Mathematics
Science
The Mathematics Teacher
The Science Teacher
Mathematics: Teaching in Middle School
Science Scope
The American Biology Teacher
The Physics Teacher
Washington State Standards (will be distributed in class)
Common Core State Standards for Mathematics, 6-12.
http://www.k12.wa.us/CoreStandards/Mathematics/pubdocs/CCSSI_MathStandards.pdf
Next Generation Science Standards (NGSS).
Disciplinary Core Ideas: http://www.nextgenscience.org/sites/ngss/files/NGSS%20DCI%20Combined%2011.6.13.pdf
Cross Cutting Concepts:
http://www.nextgenscience.org/sites/ngss/files/Appendix%20G%20%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
Science and Engineering Practices:
http://www.nextgenscience.org/sites/ngss/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20i
n%20the%20NGSS%20-%20FINAL%20060513.pdf
Common Core Standards for Literacy in History/Social Studies, Science, and Technical Subjects
http://www.k12.wa.us/CoreStandards/ELAstandards/pubdocs/CCSSI_ELA_Standards.pdf#59
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Internet Resources
Organization
Web Site
Math Resources
National Council of Teachers of Mathematics
www.nctm.org
Washington State Mathematics Council
www.wsmc.net
Interactive Mathematics Project
www.mathimp.org
Math Forum
www.mathforum.org
Ask Dr. Math
http://mathforum.org/dr.math/
Virtual Manipulatives
http://nlvm.usu.edu/
Science Resources
National Science Teachers Association
www.nsta.org
Washington Science Teachers Association
www.wsta.net
Facing the Future
http://www.facingthefuture.org/
National Science Foundation
www.nsf.gov
American Association of Physics Teachers
www.aapt.org
American Chemical Society
www.chemistry.org
National Association of Biology Teachers
www.nabt.org
National Association of Geoscience Teachers
www.nagt.org
North American Association for Environmental Education
www.naaee.net/
Environmental Education Association of Washington
www.e3washington.org
Washington State Standards
Washington State Learning Standards
www.k12.wa.us/CurriculumInstruct/learningstandards.aspx
Measurements of Student Progress (MSP), Grades 3-8
https://k12.wa.us/Assessment/StateTesting/MSP.aspx
End of Course Exam, (EOC)
Science
http://www.k12.wa.us/assessment/StateTesting/BiologyE
nd-of-CourseExams.aspx
Math
http://www.k12.wa.us/Mathematics/EndofCourse.aspx
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Professional Organizations
Professional organizations are one way to get involved with a network of math and science educators
and to have access to ongoing professional development opportunities. Two organizations you might
consider joining are listed below:
National Council of Teachers of Mathematics (NCTM), $44/year (for Student Emembership) entitles you to an online subscription to The Mathematics Teacher.
Apply online at http://www.nctm.org/Membership/Membership-Options-for-Individuals/
National Science Teachers Association (NSTA), $35/year (for Student Membership) entitles
you to a monthly subscription to Science Scope or The Science Teacher.
Apply online at http://www.nsta.org/membership/individual.aspx
Upcoming Conferences
Conferences are ideal for obtaining curriculum materials, getting involved with other educators, and
extending your knowledge of teaching and learning. Two conferences you might consider attending
are listed below:
•
Washington Science Teachers Association Fall Annual Meeting
October 23-25, 2015
Shoreline, WA
See program and register at http://wsta.net/conferences
•
54th Annual NorthWest Mathematics Conference
October 22-24, 2015
Whistler, BC
See program and register at http://www.bcamt.ca/nw2015/
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STANDARDS FOR TEACHER EDUCATION
The Washington Administrative Code W.A.C. 181-78A-270 (1) Standard V identifies three areas for
teacher certification: (1) effective teaching, 2) professional development, 3) teaching as a profession.
These competencies focus learning and teaching experiences throughout the M.A.T. program.
a. Effective Teaching
(i) Using multiple instructional strategies, including the principles of second language acquisition, to
address student academic language ability levels and cultural and linguistic backgrounds
(ii) Applying principles of differentiated instruction, including theories of language acquisition, stages
of language, and academic language development, in the integration of subject matter across the
content areas of reading, mathematical, scientific, and aesthetic reasoning
(iii) Using standards-based assessment that is systematically analyzed using multiple formative,
summative, and self-assessment strategies to monitor and improve instruction
(iv) Implementing classroom/school centered instruction, including sheltered instruction that is
connected to communities within the classroom and the school, and includes knowledge and skills for
working with others
(v) Planning and/or adapting standards-based curricula that are personalized to the diverse needs of
each student
(vi) Aligning instruction to the learning standards and outcomes so all students know the learning
targets and their progress toward meeting them
(vii) Planning and/or adapting curricula that are standards driven so students develop understanding
and problem-solving expertise in the content area(s) using reading, written and oral communication,
and technology
(viii) Preparing students to be responsible citizens for an environmentally sustainable, globally
interconnected, and diverse society
(ix) Using technology that is effectively integrated to create technologically proficient learners
(x) Informing, involving, and collaborating with families/neighborhoods, and communities in each
student's educational process, including using information about student cultural identity, achievement
and performance
b. Professional Development
Developing reflective, collaborative, professional growth-centered practices through regularly
evaluating the effects of his/her teaching through feedback and reflection
c. Teaching as a Profession
(i) Participating collaboratively and professionally in school activities and using appropriate and
respectful verbal and written communication
(ii) Demonstrating knowledge of professional, legal, and ethical responsibilities and policies
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UNIVERSITY OF PUGET SOUND STATEMENTS AND POLICIES
UNIVERSITY MISSION STATEMENT
As teachers we must think carefully and intentionally about the enduring understandings that will focus learning
experiences. The University of Puget Sound has a commitment to enduring understandings for student learning
which are reflected in the university statement. “The mission of the university is to develop in its students
capacities for critical analysis, aesthetic appreciation, sound judgment, and apt expression that will sustain a
lifetime of intellectual curiosity, active inquiry, and reasoned independence. A Puget Sound education, both
academic and co-curricular, encourages a rich knowledge of self and others; an appreciation of commonality and
difference; the full, open, and civil discussion of ideas; thoughtful moral discourse; and the integration of
learning, preparing the university's graduates to meet the highest tests of democratic citizenship. Such an
education seeks to liberate each person's fullest intellectual and human potential to assist in the unfolding of
creative and useful lives.”
ACADEMIC INTEGRITY
Teachers in public schools teach not only subject matter content, but also ethics and dispositions. The
University of Puget Sound is a community of faculty, students, and staff engaged in the exchange of ideas
contributing to intellectual growth and development. Essential to the mission of the academic community is a
shared commitment to scholarly values, intellectual integrity, and respect for the ideas and work of others. At
Puget Sound, we share an assumption of academic integrity at all levels. Please review the University’s
Academic Integrity Policy at http://www.pugetsound.edu/student-life/student-resources/studenthandbook/academic-handbook/academic-integrity/.
UNIVERSITY DIVERSITY STATEMENT
As teachers we must critically examine our own educational and life biographies and work to understand
students who have had experiences that are both similar and very different from our own. The university shares
this commitment to building a learning community based on a respect and appreciation for all persons.
We Acknowledge
the richness of commonalities and differences we share as a university community.
the intrinsic worth of all who work and study here.
that education is enhanced by investigation of and reflection upon multiple perspectives.
We Aspire
to create respect for and appreciation of all persons as a key characteristic of our campus community.
to increase the diversity of all parts of our University community through commitment to diversity in
our recruitment and retention efforts.
to foster a spirit of openness to active engagement among all members of our campus community.
We Act
to achieve an environment that welcomes and supports diversity.
to ensure full educational opportunity for all who teach and learn here.
to prepare effectively citizen-leaders for a pluralistic world.
CAMPUS EMERGENCY RESPONSE GUIDANCE
Teachers in public school settings have many responsibilities, including ensuring student safety. The University
of Puget Sound, like public schools, takes this responsibility very seriously. Please review university emergency
preparedness and response procedures posted at www.pugetsound.edu/emergency. Familiarize yourself with
hall exit doors and the designated gathering area for your class buildings. For this class our designated
gathering area is in Jones Circle at the fountain. In the event of an emergency remain calm, be prepared to act
quickly, and listen for instructions from campus personnel.
ACCESSIBILITY AND ACCOMODATIONS
As teachers we must personalize instruction to addresses students’ learning strengths and needs. The University
of Puget Sound is committed to accessibility for all learners. If you have a physical, psychological, medical or
learning disability that may impact your course work, please contact Peggy Perno, Director of the Office of
Accessibility and Accommodations, 105 Howarth, 253.879.3395. She will determine with you what
accommodations are necessary and appropriate. All information and documentation is confidential.
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